Feature multiplexing--improving the efficiency of microarray devices.
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Base Sequence↗
Biomedical subjects
Kathryn M Bell
Publications and source records attributed to Kathryn M Bell.
Child sexual abuse and adulthood sexual assault among military veteran and civilian women.
The purpose of this study was to investigate childhood sexual abuse (CSA), adulthood sexual victimization (ASV), and adulthood sexual assault experiences in a comparison sample of female military veterans (n = 142) and civilian community members (n = 81). Women veterans were significantly more likely than civilian women to report adult sexual assault. Although comparable rates of CSA and ASV were found across groups, veterans more frequently reported having been sexually abused by a parental figure, reported longer durations of CSA, and significantly greater severity of ASV than civilians. Implications for mental health professionals providing sexual trauma services to female military personnel and veterans are discussed.
Adult↗
Aptamers: prospects in therapeutics and biomedicine.
Most biopolymer drugs to date have been proteins. However, the ability to select nucleic acid binding species (aptamers) has led to the development of protein inhibitors and modulators that are small, readily synthesized nucleic acids. The techniques for optimizing, stabilizing, and delivering nucleic acid therapies are just beginning to be developed, but the same engineering flexibility that has so far allowed the generation of multiple, high affinity and specificity binding species appears to also apply to the methods for adapting nucleic acids to clinical applications. We review the selection and characterization of various aptamers and their applications to a variety of disease states, and then focus on the hurdles that must be overcome for the use of aptamers as both exogenously delivered drugs and as gene therapies.
Animals↗
Layers of reading intervention in kindergarten through third grade: changes in teaching and student outcomes.
In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose progress was insufficient to maintain grade-level reading achievement. Reading outcomes were compared with historical control groups of students in the same schools. The findings revealed overall improvements in reading, improved reading for students who began the study in high-risk categories, and decreases in the incidence of reading disability at the end of third grade. Implications for scaling up are discussed.
Achievement↗